333THE USE of broad theories of reading, social cognition, and social history to frame the study of literacy was in-vestigated, and implications of this relatively recent trend were considered. Sixty-nine articles published between1992 and 2003 in Journal of Literacy Research/Journal of Reading Behavior, Reading Research Quarterly, and Researchin the Teaching of Englishwere selected for analysis. An inventory was made of the general topic and the schools oftheory used, of the specific sections of the article in which theory was cited, and of the relation between the cita-tion of theory and previous research. From this inventory, a typology of four patterns of theory use was generated.

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